Opinion

In "Crossing the Chasm," the high-tech marketing bible, G. Moore advises that If we want to convince mainstream educators to adopt mobile technologies, we need to (1) stop focusing on the technology per se (screen size, chip version, etc.), and (2) paint pictures of what goes on in the classroom when mobile technologies are used and what the kids will be like after using the mobile technologies. Here’s a crack at painting those pictures.

The spread of cheap and powerful videoconferencing tools had led to widespread adoption of the technology in an effort to lower costs and put resources to better use. But Education Consultant and Executive Director of Academic Programs and Faculty at Daymar Colleges Group Ruth Reynard argues that it can improve teaching and learning as well.

Over the last decade or so, numerous articles have appeared that conflate the ideas of a virtual science lab and a simulated science lab. For example, the College Board, in its guidelines, says, "A virtual lab is an interactive experience during which students observe and manipulate computer-generated objects, data, or phenomena in order to fulfill the learning objectives of a laboratory experience."

Students can have a range of physical, cognitive, sensory, and learning disabilities that affect their entire lives. Any of these might pose unique academic challenges, particularly when learning mathematics. The good news is that technology is removing barriers for the education of students with disabilities in regular classrooms. Unfortunately, not all software is based on principles of universal design.

While the technologies collectively known as Web 2.0 have penetrated the consumer sector rapidly over the last four years or so, the process has been much slower and more measured in education. There were some breakthroughs in 2007, with upward trends in the adoption--or at least availability--of Web 2.0 technologies in the areas of teacher professional development and supplemental instructional technologies, such as podcasting, streaming media, and blogging.

I began this three-part investigation on using biometrics in K-12 after reading The Truth about Biometric Devices in Schools. In part 1, I defined biometrics and indicated that they are creeping into nearly every market in our society, particularly since the tragedy of September 11. There are applications used in education to authenticate transactions; control entry into various facilities; monitor time and attendance; secure access to laptops, PCs, and networks; and more. I introduced you to the most commonly used biometrics in schools, which are fingerprints and handprints, provided resources for you to make your own investigation into the nature of those technologies and products available, and left you with concerns to think about. Now I'll delve more into those issues that have been raised by parents, students, and civil liberties groups. All of this is intended to help you better decide to ban its use or buy into biometrics. Stay with me, for in part 3 we'll look at vendor claims and a sound business plan of action that leads to a security solution you really need.

If I still taught in K-12, would I use a blog? It's one of those new technology tools that some of us digital immigrants might struggle to appreciate. Knowing what I do now, I probably would at least try one because blogs can support the collaborative element so important for peer to peer learning. While some blogs serve personal agendas, in education they can be used for student journals and portfolios, communication with parents and community members, faculty coaching, classroom management (e.g., posting assignments), and other knowledge management tools (Long, 2002) and enhancing classroom discussion.

While there is quite a lot being written about Web 2.0 tools and how they can increase opportunities for students to engage with content, their peers, and teachers, more must be explored in terms of the skill benefits to students when these tools are used effectively.

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